ABSTRACT
This chapter specifies a whole-life approach to curriculum development. The goal is to present a two-dimensional conceptual framework consisting of an enduring (lifelong) dimension and a transient (daily living) dimension. The framework is based on a rationale that distinguishes between a life view (a lifelong perspective) and a living view (an immediate perspective) of physical activity based on the ideals of physical literacy. It blends the two perspectives together as the conception of the curriculum for physical literacy. Based on the central ideas of the framework, a “personal journey” metaphor is created to delineate the roles of the learner, the teacher, and the content to illustrate the Enduring dimension as the destination and the Transient dimension as the current mile being traveled with the curriculum (learning experiences) as the vehicle. It also highlights the unique and drastic differences of a curriculum for physical literacy with the traditional curricula. The chapter closes with an emphasis on the relevance of embracing the concept-based approach to physical education curriculum for student physical literacy development and reiterates the critical role of kinesiology knowledge as the vital “fuel” to assist students to take on the lifelong journey to physical literacy.
